Foundations of Legacy: Ron Madler

What inspired you to join Embry-Riddle, and what has motivated you to stay throughout the years?

Embry-Riddle was one of the very few Aerospace Engineering programs in the country that really focused on the undergraduate experience. I had some experience teaching at a larger university, teaching a 200-person introductory course and a couple of smaller second-year courses. I wanted to be somewhere where I could teach smaller classes and actually get to know my students. Embry-Riddle fit perfectly into what I was looking for, and it was within driving distance of my wife’s and my families.

The opportunity to teach a range of engineering courses and the students themselves are what really motivated me to stay here at Embry-Riddle. Our students are so much more motivated to actually learn than the “average” college student elsewhere. It’s really great when students want to learn and even stick around after class to ask questions because they are interested.

What are some of the most significant lessons you’ve learned during your career here?

It’s all about people and relationships. Whether you are in the classroom or working with your faculty and staff colleagues, we need to strive to meet them where they are – not where we think they should be. Only then can you accomplish your common goals.

What accomplishment at Embry-Riddle are you most proud of?

Starting up the Space Track in Aerospace Engineering was a challenging but rewarding accomplishment. Back in the late 1990’s a group of our students asked me to teach a course on “space”. I said that if they can get 12 students, I would teach them a 1-credit-hour introduction to space course. I got a room to teach it, but they found so many students interested in the class that our small room was packed. The AE department and I were surprised by the strong interest, and we determined that we should find a way to support those students. One of our math faculty members at the time, Dr. Rachel Shinn, had worked for Hughes Satellite Systems (now Boeing Satellite Systems) for several years before joining the faculty to teach. She and I began developing the space courses within the AE curriculum as experimental courses – specifically, the AE395 and AE495 courses. After confirming the strong interest in these courses by teaching a few of them, we went through the curriculum process and eventually secured the space track for both campuses. The Engineering Physics program at Daytona Beach was already incorporating spacecraft design, so we ended up utilizing one of the key EP courses in our curriculum and incorporating a number of AE courses that were similar to the EP courses. The space side of Aerospace Engineering has grown significantly over the past 25 years and now has more students than our traditional Aeronautical Engineering track.

How have the students, faculty, or staff impacted your experience at the university?

The students are really the reason that I fell in love with teaching here at Embry-Riddle. They want to learn, and their enthusiasm is contagious. I remember my experiences in college and want our students to have an even better experience. The dedication of the faculty and staff to helping our students learn and grow as individuals is usually a nice motivator. Many of our alumni forged strong relationships with the faculty and staff. Just this week, I had two alumni from my very first class at Embry-Riddle come by and visit.  It was great to catch up on where they have been for the past 30 years.

How do you balance longevity with growth and adaptability in your role?

While being at a primarily undergraduate institution made it challenging to grow a research enterprise, it has been a great place to develop and teach a wide variety of courses and get involved with campus management. I’ve had the opportunity to teach many of the courses in the Aerospace Engineering curriculum, which has really enhanced my ability to help students see how our courses build upon one another and flow. Our alumni truly appreciate that our courses challenge them to learn in a deep and meaningful way. Outside of my courses, I have had the opportunity to work with students on undergraduate research and various student projects, which enable me to continue learning and growing. As soon as I got tenure, I was afforded the opportunity to get involved in management and leadership. Learning to manage and lead is a never-ending process. Now that I have returned to the classroom full-time, I am once again developing my teaching and learning materials. Our industry and teaching in general are constantly evolving, so I believe there is always room to grow in our profession, as well as personally.